Cultural Identity and the Quechua Language Among Teachers in Peruvian Educational Institutions

Peru is multicultural, multiethnic, and multilingual, with diverse cultural expressions. This study investigated the relationship between cultural identity and the Quechua language among primary intercultural education teachers in southern Peru. A correlational descriptive research design was employed, involving 60 teachers from Andahuaylas (Apurímac), Ayacucho, and Cusco. Results showed that 50% of the teachers fell into the "Achievement" category for self-recognition of cultural identity, while 36.7% were classified as "Process." Regarding commitment to cultural identity, 50% were in the "Process" category, and 38.3% were in the "Achievement" category. Regarding the service model dimension, 68.3% were classified as "Achievement," and 26.7% as "Process." This study concluded a highly significant correlation between cultural identity and the use of the Quechua language among primary intercultural education teachers in southern Peru.秘鲁是一个多元文化、多民族且多语言的国家，拥有丰富多样的文化表现形式。本研究针对秘鲁南部地区跨文化小学教育教师的文化认同与克丘亚语（Quechua）使用之间的关联展开了探究。本研究采用相关描述性研究设计，研究对象涵盖来自阿普里马克大区阿班凯、阿亚库乔及库斯科的60名教师。结果显示，在文化认同自我认知维度上，50%的教师属于“成就型”类别，36.7%被归类为“过程型”；在文化认同承诺维度方面，50%的教师处于“过程型”，38.3%属于“成就型”；而在服务模式维度上，68.3%的教师被归为“成就型”，26.7%为“过程型”。本研究最终证实，秘鲁南部跨文化小学教育教师的文化认同与克丘亚语使用之间存在高度显著的相关性。